Every day, speech-language pathologists working in schools make difficult,
life-impacting decisions regarding which assessment and intervention approa
ches to use with their clients. These decisions can become even more diffic
ult when the approaches being considered for use are controversial. The ris
ks involved in making choices about controversial practices are likely to h
ave increased significance simply because the approach being considered is
not widely accepted. The increased professional risk may cause decisions to
be made based on risk avoidance rather than on a careful consideration of
the pros and cons of the approach itself. This article offers a clinical pr
actice framework for gathering information about controversial approaches a
nd for implementing and monitoring their use. The frame-work will be illust
rated using facilitated communication as an example of a controversial prac
tice.